Fact Fluency
District Plan
Grades K-5
Cypress-Fairbanks ISD Mathematics Fluency Plan 2015-2016
CFISD Fluency Continuum Project Members
2015-2016
Christi Arce
Kara Ayala
LaTisha Bard
Amy Calhoun
Debra Colon
Tayaka Daniels
Cynthia Ehrig
Erica Garcia
Kelly Gerletti
Kathy Grahmann
Stefanie Harris
Jessica Hernandez
Susan Huntsman
Adrian Judice
Missy Kilday
Darynda Klein
Melissa Ledoux
Kendall McKinney
Christine Melancon
Kristi Richter
Lori Ruysenaars
Colleen Tate
Stephanie Thomas
Brenda Trial
Gloria Vasquez
Terri Walker
Dorothy Windham
Lindsey Yancey
Cypress-Fairbanks ISD Mathematics Fluency Plan 2015-2016
Table of Contents
Project Members
Page 1
Purpose and Research
Page 3
Components of Fact Fluency Plan
Page 5
Student Mastery Timeline
Page 6
Grade Level Expectations
Page 7
Parent Guide to Basic Fact Progression
Page 8
Cypress-Fairbanks ISD Mathematics Fluency Plan 2015-2016
Purpose and Research
The CFISD Fact Fluency Plan is designed to help students develop fluency and automaticity of basic facts.
This will be accomplished through a balanced approach focusing on conceptual understanding, math fact
strategies, and the relationships between operations.
CFISD Mathematics- Current Practices:
Guiding Principle: Conceptual understanding is the foundation for developing procedural fluency, which
leads to mathematical literacy.
Instructional Practice: Build mathematical fluency for efficient problem solving.
National Mathematics Panel Report:
Students should develop immediate recall of arithmetic facts to free the “working memory” for solving more
complex problems.
TEA- Revised TEKS
For students to become fluent in mathematics, they must develop a robust sense of number. Procedural
Fluency is defined as “skill in carrying out procedures flexibly, accurately, efficiently, and appropriately”,
according to the National Research Council’s report, “Adding It Up”. As students develop procedural fluency,
they must also realize that true problem solving may take time, effort, and perseverance.
Research
Mastery of a basic fact means that a child can give a quick response (in about 3 seconds) without resorting
to non-efficient means, such as counting. (Van de Walle & Lovin 2006).
What Practice Provides (Van de Walle, Karp, & Bay-Williams, Elementary and Middle School Mathematics:
Teaching Developmentally 2010):
▪
▪
▪
An opportunity to develop alternative and flexible strategies
A clear message that mathematics is about figuring things out and that it makes sense
An increased opportunity to develop conceptual ideas and more elaborate and useful
connections
Cypress-Fairbanks ISD Mathematics Fluency Plan 2015-2016
Fluency: Simply Fast and Accurate? I Think Not! (Linda M. Gojak, NCTM President)
“Computational fluency refers to having efficient and accurate methods for computing. Students exhibit
computational fluency when they demonstrate flexibility in the computational methods they choose,
understand and can explain these methods, and produce accurate answers efficiently. The computational
methods that a student uses should be based on mathematical ideas that the student understands well,
including the structure of the base-ten number system, properties of multiplication and division, and number
relationships” (p. 152).
Cypress-Fairbanks ISD Mathematics Fluency Plan 2015-2016
Components of CFISD Fact Fluency Plan:
Teaching with Conceptual Understanding
▪
▪
This includes:
Following a teaching sequence designed to develop a sense of number using fact strategies and the
commutative property
Using representational models, context-based problem solving, real world examples, discussions,
children’s literature, and partner activities
Providing Meaningful Practice
▪
▪
▪
This includes:
Using a variety of practice helps to reinforce and continue the process of automaticity
Providing students a variety of opportunities to practice using games, mini-lessons, connections to
literature, and partner practice
Providing parents resources to use at home with children
Assessing
▪
▪
▪
This includes:
Mastering the Basic Facts will be used to assess a specific strategy, inverse operation with the specific
strategy, and a mixed review.
Fact Checks (Basic Fact Assessments) will be provided to teachers for practice in the classroom.
Students in grades 2-5 will record the time as the fact check is complete. Students will monitor their
progress using a personal fact graph.
Students will be assessed at the beginning, middle, and end of year for automaticity with the same
number of problems on the fact checks. These will include the strategies taught prior to the
assessment and spiral previous strategies.
Cypress-Fairbanks ISD Mathematics Fluency Plan 2015-2016
Fact Fluency for Student Mastery Timeline – According to TEKS
▪
▪
▪
▪
▪
▪
Kindergarten- Combinations to 10 using concrete and pictorial representations
First- Addition and Subtraction Facts within 20
Second- Addition and Subtraction Facts within 20 with automaticity
Third- Multiplication and Division facts to 10 by 10 with automaticity
Fourth- Multi-digit Computational Fluency using fact strategies
Fifth- Multi-digit Computational Fluency using fact strategies
Grade Level Expectations
TEKS
2.I
3.A,3.B,3.C
Kinder
First
Second


2.A, 2.B
3.A, 3.B, 3.C,3.D, 3.E,3.F
4.A, 4.C
5.B,5.C,5.D,5.E,5.F,5.G
7.E
4.A
1.D,1.E,1.G
2.A
4.A, 4.B
5.A
2.A,2.B
4.A, 4.D,4.E,4.F,4.J,4.K
5.A, 5.B, 5.C, 5.D
6.E






Third

4.A, 4.B, 4.C, 4.E, 4.F, 4.G

Fourth

Fifth
3.B, 3.C, 3.D, 3.E, 3.F, 3.G,
3.I, 3.J
6.A, 6.B
4.B, 4.C, 4.D, 4.E, 4.G, 4.H
10.A, 10.C
Property of CFISD Math Grades K-5
Adopted 2015-2016



Goals
Count forward, count backward, read, write, and
represent #s to 20 with or without objects
Compose and decompose up to 10 with objects
and pictures
Compose and Decompose, compare, order up to
120
Basic Fact strategies to Add/Subtract within 20
Recall basic facts to add and subtract within 20
with automaticity
Compose and Decompose, compare, order up to
1,200
Recall multiplication facts up to 10 x 10 with
automaticity and how fact recall corresponds to
division
Solve with fluency one-step and two-step
problems involving addition and subtraction
within 1,000 based on place value, operations,
and relationship between addition and
subtraction
Compose and Decompose, compare, order up to
100,000
Solve with fluency one-step and two-step
problems involving multiplication and division,
including interpreting remainders
Compare and order numbers up to 1,000,000,000
Fluency in multiplication up to 3-digit numbers
multiplied by 2-digit numbers
Proficiency for quotients of up to 4-digit
dividends by 2-digit divisor
Addition and Subtraction of positive rational
numbers with fluency
7
Parent Guide to
Basic Facts
Progression
Grades K-5
Property of CFISD Math Grades K-5
Adopted 2015-2016
8
Parent Guide to Basic Facts Progression - Kindergarten
1st
Strategy/Focus
Nine Weeks
Count Forward, Backward, Read, Write, and Represent #’s to 20
Subitize to 5

Count by 1s to 20

Count down from 20 to 1

Read and write numbers to 20

Begin at any number and count on to 20

Subitizing is being able to instantly recognize the quantity of a small group of objects in
organized and random arrangements.
Count to 20 Song
Count down from 20
Subitizing Number Fluency


FocusThe Big Idea
Videos/Songs for
Practice
2nd Nine Weeks
Strategy/Focus
Compose and decompose numbers to 5
Subitize numbers from 6-10

Decomposing is separating a whole group into parts

Composing is taking two parts and joining them to form a whole

Subitizing helps students recognize parts when composing numbers
Number Bracelets 1-5
Shake and Spill (Ways to Make “6”)
Circle, Circle
Capture and Count
Subitize 6-10


FocusThe Big Idea
Games/Videos
for Practice
3rd Nine Weeks
Strategy/Focus
Compose and decompose numbers from 6 to 10
Adding one and adding two up to 10

Counting from 1-100 by ones and tens

The sum when 1 is added to a quantity is the next counting number

Addition is a joining or combining process

The order of addends does not change the sum

Counting to 100 assists in understanding the order of numbers when counting on
Number Bracelets 6-10
Clap, Jump, Wiggle
Adding 1
Adding 2
Count to 100
Climbing up this Mountain: Count to 100 by 10s


FocusThe Big Idea
Games/Songs
for Practice
4th Nine Weeks
Strategy/Focus
Subtracting one and two up to 10
Adding zero

Subtracting is a separating or comparison process

Addition and subtraction are inverse (opposite) processes

Adding zero to a number does not change the quantity of the original number
Hop the Line
Domino Addition
Subtracting Song: When you Subtract with a Pirate
Adding zero practice video


FocusThe Big Idea
Games/Songs
for Practice
Property of CFISD Math Grades K-5
Adopted 2015-2016
9
Parent Guide to Basic Facts Progression – 1st Grade
1st Nine Weeks
Strategy/Focus
Understanding Addition and Subtraction
FocusThe Big Idea
Our number system is a system of patterns.

Addition is a joining or part-part-whole process.

Subtraction is a separate or compare process.

The order of the addends does not change the sum (the commutative property).

Addition and subtraction are inverse operations.

Numbers are flexible. They can be broken apart to perform calculations more easily.
Number Bracelets
Shake and Spill (Ways to Make “6”)
Circle, Circle
Capture and Count
War using a deck of cards
Plus One/Plus Two
Minus One/Minus Two
Games for
Practice
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Strategy/Focus
FocusThe Big Idea
Games for
Practice

The sum when 1 is added to a quantity is the next counting number.
Our number system is a system of patterns.

Addition is a joining or combining process.

Subtraction is a separation or comparison process.

The order of addends does not change the sum.

Addition and subtraction are inverse (opposite) processes.
Plus One/Two Bingo
Minus One/Two Bingo
Clap, Jump, Wiggle
Hop the Line
Adding Zero


The zero property of addition tells us that 0 added to any number results in a sum that is
the original quantity.

The order of addends does not change the sum.

Addition is a joining or part-part-whole process.

Subtraction is a separate or compare process.
Domino Addition/Subtraction
Hop the Line
Adding Ten

Numbers can represent separate objects or groups of 10 objects.

Adding 10 to a single-digit number will add one place value.

The order of the addends does not change the sum.

Working with tens simplifies computations.
What’s Ten More/Ten Less?
Slam Ten

2nd Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Doubles

Doubling is the process of joining two groups of the same quantity.

Halving is the opposite of doubling.

Addition and subtraction are inverse (opposite) processes.
Roll and Double It
I Spy Doubles
Doubles Memory
Halves Memory
Property of CFISD Math Grades K-5
Adopted 2015-2016
10
Parent Guide to Basic Facts Progression – 1st Grade
Strategy/Focus
Making Ten
FocusThe Big Idea
Our number system is a system of tens.

Working with tens simplifies computations.

The order of the addends does not change the sum.

Addition and subtraction are inverse operations.
Domino Tens Addition/Subtraction
Fact Card Ten-Frames
Make Ten
Behind the Back
Games for
Practice

3rd Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Using Tens


Working with tens simplifies computations.
Numbers are flexible. They can be broken apart to more easily perform calculations.
Using Ten
4th Nine Weeks
Strategy/Focus
Using Doubles (Doubles Plus 1)
FocusThe Big Idea
Doubling is the process of joining two groups of the same quantity.
Halving is the opposite of doubling.

Addition and subtraction are inverse (opposite) processes.
Scrambled Eggs
Games for
Practice


Property of CFISD Math Grades K-5
Adopted 2015-2016
11
Parent Guide to Basic Facts Progression – 2nd grade
1st Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Addition/Subtraction
Plus One/Plus Two
Subtract One/Subtract Two
Adding Zero
Subtracting Zero

The sum when 1 is added to a quantity is the next counting number

Addition is a joining or combining process

Subtraction is a separation or comparison process

The order of addends does not change the sum.

Addition and subtraction are inverse (opposite) processes.

The zero property of addition tells us that 0 addend to any number results in a sum that is
the original quantity.

The order of the addends does not change the sum (the commutative property).

Addition is the joining or part-part-whole process.

Subtraction is a separate or compare process.
Plus One/Two Bingo
Minus One/Two Bingo
Capture Two
2nd Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Addition/Subtraction
Adding Ten
Subtracting Ten
Doubles

Numbers can represent separate objects or groups of 10 objects.

Adding 10 to a single-digit number will add one place value.

The order of the addends does not change the sum (the commutative process.

Doubling is the process of joining two groups of the same quantity.

Halving is the opposite of joining two groups of the same quantity.

Addition and Subtraction are inverse operations.
You’re a 10-Addition
You’re a 10-Subtraction
Tens Go Fish
I Spy Doubles
3rd Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Addition/ Subtraction
Making Ten
Subtraction from Ten
Using Ten
Using Doubles
Doubles Subtraction

Numbers can represent objects or groups of 10 objects.

Adding 10 to a single-digit number will add one place value.

The order of addends does not change the sum (the commutative property).

Halving is the process of joining two groups of the same quantity.

Halving is the opposite of doubling.

Addition and subtraction are inverse operations.
Addition Turnover
Subtraction Turnover
Dominoes Tens - Addition
Dominoes Tens - Subtraction
Making Tens
Property of CFISD Math Grades K-5
Adopted 2015-2016
12
Parent Guide to Basic Facts Progression – 2nd grade
4th Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Multiplication and Division
Multiply by Two/ Divide by Two
Multiply by Ten/ Divide by Ten
Multiply by Five/ Divide by Five
Multiply by One/ Divide by One
Multiply by Zero/ Divide by Zero

Multiplication by 2 is the same as doubling.

Numbers stand for a variety of things. Operation symbols help us determine what the
numbers represent.

Our number system is a system of patterns.

Multiplication by 10 is like skip-counting by 10.

Our number system is a system of patterns.

The order of the factor does not change the product (the commutative property).

Multiplication by 5 is like skip-counting by 5.

5 is half of 10. Multiplying a number by 5 will result in a product that is half of the product
that results when the same number is multiplied by 10.

When multiplying by 1, the product is the same as the other factor.

If either factor is 0, the product will be 0.
Multiplication Cut Throat
Slam Ten
Zemory
Math Checkers
Property of CFISD Math Grades K-5
Adopted 2015-2016
13
Parent Guide to Basic Facts Progression - 3rd grade
1st Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Multiply and divide by 2
Multiply and divide by 10
Multiply and divide by 5

Our number system is a system of patterns.

The order of the factors does not change the product (commutative property).

Multiplication by 2 is the same as doubling.

Multiplication by 10 is like skip-counting by 10.

Multiplication by 5 is like skip-counting by 5.

5 is half of 10. Multiplying a number by 5 will result in a product that is half of the
product that results when the same number is multiplied by 10.

When multiplying by 5 the following is true about the product:
o
The ones digit is always 0 or 5
o
The products alternate odd, then even
o
Some of the products are x10 products
o
Every other product is a x10 product
X2 Multiplication Bingo
Keep It, Toss It
Corners
2nd Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Multiply and divide by 1
Multiply and divide by 0
Multiply and divide by 3
Multiply and divide by 4

Our number system is a system of patterns.

The order of the factors does not change the product (the commutative property).

When multiplying by 1, the product is the same as the other factor.

If either factor is 0, the product will be 0.

Multiplying by 3 is tripling a number.

Multiplication by 4 is doubling a double.
Math Checkers
Zemory
Triangle Fact Cards to Review x3
Fact Fish
3rd Nine Weeks
Strategy/Focus
FocusThe Big Idea
Multiply and divide by 6
Multiply and divide by 9
Multiply and divide by 8

Our number system is a system of patterns.

The order of the factors does not change the product (the commutative property).

In multiplication, if we double the number of sets or double the size of each set,
the product will double.

The distributive property shows us that numbers can be broken apart in varied
ways (ex: 4x6, the 6 might be broken down into 2 threes, so 4x6 is the same as 4
x(3+3), which is the same as 4x3 plus 4x3). Splitting a factor into two simpler
factors allows students to find unknown products and strengthen their
understanding of numbers. Multiplication facts are connected. Knowing one set
of facts can help us understand a related set of facts. Products of x9 facts are 1
Property of CFISD Math Grades K-5
Adopted 2015-2016
14
Parent Guide to Basic Facts Progression - 3rd grade

Games for
Practice
group less than products of x10 facts, so our prior knowledge of multiples of 10
can help us quickly learn to multiply by 9 (ex: 9x3=1 group of 3 less than 10x3 or
might be thought of as 30-3).
Multiplication by 8 is double multiplication by 4
Capture
Nine Cross
Crazy Eight
4th Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Multiply and divide by 7
Reviewing all facts for automaticity.

Our number system is a system of patterns.

The order of the factors does not change the product (the commutative property)

The distributive property shows us that numbers can be broken apart in varied
ways (ex: in the expression 6x7, 7 might be broken down into 2+5, so 6x7 is the
same as 6x(2+5), which is the same as 6x2 plus 6x5.) Splitting large factors and
then finding the sum of the two familiar products is a way to find unknown
products.
Target 70
Spinning Facts
Property of CFISD Math Grades K-5
Adopted 2015-2016
15
Parent Guide to Basic Facts Progression - 4th grade
1st Nine Weeks
Strategy/Focus
FocusThe Big Idea
Connecting Multiplication and Division




Games for
Practice
Multiplication and division are inverse operations
Multiplication and division are both involve repeated operations(addition and
subtraction)
Multiplication and division combine or distribute equal sets
Fact Families are used to show the connection between multiplication and division
Mini Fish Bowl
Multiplication Playing Cards
Domino Multiplication
Losing Your Marbles
2nd Nine Weeks
Strategy/Focus
Multiplication/Division of 2’s, 10’s, 5’s, 1’s, 0’s
FocusThe Big Idea
Multiplying by 2 is doubling or twice the number.
Multiplying by 10 is like skip counting by 10.

Multiplying by 5’s results in a product that is half of the product that results when
the same number is multiplied by 10.

Multiplying by 1 results in a product that is the same as the other factor.

Multiplying by 0 the product will be 0.

The order of the factors does not change the product.

Multiplication and division are inverse (opposite) processes.
Slides and Ladders
Math Baseball
Halves Race
Three in a Row
Games for
Practice


3rd Nine Weeks
Strategy/Focus
FocusThe Big Idea
Games for
Practice
Multiplication/Division of 3s, 4s, 6s, 9s
x2/Plus One, x5/Plus One, x5/Subtract One, x10/Subtract One

Multiplying by 3 is tripling a number or doubling the number and then adding 1
more set.

Multiplying by 4 is doubling the product of x2 fact (doubling a double) or
multiplying x5 and subtracting 1 set.

Multiples of 4 are also multiples of 2, always even.

Multiplying by 6 is tripling x2 or, doubling the product of x3.

Multiplying by 9 is tripling the product of x3 or, multiplying x10 and subtracting 1
set.

Products can be created in various ways: (4x1) + (4x5) = 4x6 or (2x6) + (2x6) = 4x6.

The order of factors does not change the product.

Multiplication and division are inverse (opposite) processes.
Fact Grid
Criss Cross
Multiplication BINGO
Property of CFISD Math Grades K-5
Adopted 2015-2016
16
Parent Guide to Basic Facts Progression - 4th grade
4th Nine Weeks
Strategy/Focus
FocusThe Big Idea
Multiplication/Division of 7s and 8s


Games for
Practice
Multiplication by 8 is double the multiplication facts by 4. Doubling, doubling, and
doubling again.
Multiplication by 7 can be solved by splitting large factors and then finding the sum
of the two familiar products. (e.g., 6x7 can be 6x2 plus 6x5)
Crazy Eight
Sum up the Facts
Spinning Facts
Math Facts Face-off
I Spy 1 More
Race to 100
Property of CFISD Math Grades K-5
Adopted 2015-2016
17
Parent Guide to Basic Facts Progression - 5th grade
1st Nine Weeks
Strategy/Focus
Developing Fluency with Multiplication/Division Facts of 2s, 10s, 5s, 1s, 0s, 3s, 4s, and 6s
FocusThe Big Idea
Becoming Fluent with Multiplication Facts
Understanding that multiplication and division are inverse (opposite) operations

The order of the factors does not change the product

Identifying patterns on a multiplication chart

Make connections to division
Fact-Tac-Toe
Card Turnover
Games for
Practice


2nd Nine Weeks
Strategy/Focus
Developing Fluency with Multiplication/Division Facts of 8s, 9s, 7s
FocusThe Big Idea
Becoming Fluent with Multiplication Facts
Understanding that multiplication and division are inverse (opposite) operations

The order of the factors does not change the product

Identifying patterns on a multiplication chart

Make connections to division
Fact-Tac-Toe
Card Turnover
Games for
Practice


3rd Nine Weeks
Strategy/Focus
FocusThe Big Idea
Reviewing Multiplication/Division Facts (Mixed)





Becoming Fluent with Multiplication Facts
Understanding that multiplication and division are inverse (opposite) operations
The order of the factors does not change the product
Identifying patterns on a multiplication chart
Make connections to division
Games for
Practice
Math Board Game
Fact War
Equation Game
4th Nine Weeks
Strategy/Focus
Practicing Fluency with Multiplication/Division Facts (Mixed)
FocusThe Big Idea




Games for
Practice
Practice Fluency with Multiplication, Division, Addition, and Subtraction Facts
Understanding that multiplication and division are inverse (opposite) operations
The order of the factors does not change the product
Make connections to division
Math Board Game
Fact War
Equation Game
Property of CFISD Math Grades K-5
Adopted 2015-2016
18